Course evaluation in medical education

Kogan, Jennifer R.; Shea, Judy A.

doi:10.1016/j.tate.2006.12.020

Cited by 85 publications

(90 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, these survey instruments elicit reliable measures of student perception (Mohanty et al 2005), and evidence has been presented to support the conclusion that these surveys effectively and defensibly measure the construct of instructor effectiveness (D'Apollonia and Abrami 1997;Greenwald 1997;Hellman 1998;Hobson and Talbot 2001;Johnson 2000;Kogan and Shea 2007;McKeachie 1997). Yet when these surveys are designed and implemented at colleges and universities, their perceived levels of reliability are widely taken for granted and go unquestioned, devoid of further study (Abrami et al 1990;Avery et al 2006;Hobson and Talbot 2001;Mohanty et al 2005;Roberts et al 2005).…”

Section: Reliabilitymentioning

confidence: 89%

“…Providing student respondents opportunities to give feedback in writing will help colleges and instructors target and better address instructional deficiencies. Better yet is the use of mid-semester feedback, collected formally or informally, which provides instructors with a "dipstick" allowing them the opportunity to improve their instruction before the semester's end (Hendry et al 2001;Hobson and Talbot 2001;Kogan and Shea 2007;Williams and Ceci 1997).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Validation of a research-based student survey of instruction in a college of education

Haladyna

Amrein‐Beardsley

2009

Educ Asse Eval Acc

View full text Add to dashboard Cite

As a preparer of students for the profession of teaching, a college, school, or department of education in higher education has an expectation that instructors teach competently. In higher education, the student survey of instruction is one of the most important among other indicators of teaching effectiveness. This article presents a validation of a new student survey of instruction in a college of education. In this validation, we found the new survey to be as troublesome as the previous survey. Four major findings emerged from this study that offer hope for a new and improved survey of instructional effectiveness. These findings involve estimating reliability, subscore validity, course relevance and rigor of the instructor, and construct-irrelevant variables that threaten validity. Given the failed validation, many cogent observations provide guidance for the design and development of improved forms that may overcome these threats to validity and guide others in validating teaching effectiveness surveys.

show abstract

Section: Reliabilitymentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Validation of a research-based student survey of instruction in a college of education

Haladyna

Amrein‐Beardsley

2009

Educ Asse Eval Acc

View full text Add to dashboard Cite

show abstract

“…FGIs have been shown to be an appropriate method for course evaluation, for understanding what students learn in relation to the curriculum, what values they develop in relation to the curriculum, and what specific problems they think should be addressed to improve the curriculum. 22 Data from these interviews helped us to understand student perspectives on all elements of the curriculum, including perspectives on the extent to which goals and objectives have been achieved. In addition, data from the FGIs will guide decision-making for future course improvement.…”

Section: Discussionmentioning

confidence: 99%

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

et al. 2013

View full text Add to dashboard Cite

Objectives: This paper presents the results of a qualitative study aimed at elucidating how well the goals of the OMNI-BUS curriculum implemented in Korea as a medical humanities curriculum were achieved, from the student perspective. Methods: We conducted a qualitative study to elicit perspectives of students who participated in all 12 weeks of the OMNIBUS curriculum. Eighteen fourth-year medical students participated in two focus group interviews. Openended questions were prepared to guide the interviews. The interviews were audio-taped and transcribed. All data from the interviews were analyzed, using an inductive approach to identify themes. Results:The main themes were "characteristics of a good doctor", "various careers in medicine", and "the need for changes in assessment methods". Seven subthemes that emerged were specifically related to "characteristics of a good doctor", including "variety of perspectives on the human condition", "feel empathy with patients from diverse backgrounds", "communicate effectively with patients", "clarify values", "roles as a leader in society", "give back to the community", and "satisfaction of being physicians and importance of physician self-care". Conclusion:The themes identified in this study demonstrated that the OMNIBUS curriculum achieved its goals, from the student perspective. In the interviews, students also identified other strengths and areas for improvement of the curriculum.

show abstract

“…The response rate of less than 70% means that this feedback may not be reliable and valid (Kogan & Shea 2007). An online survey could be made compulsory, ensuring a valid and reliable level of response.…”

Section: Limitations Of New Programmementioning

confidence: 99%

Teaching non-clinical topics: lessons from a public health module for medical students

Whittaker¹,

Gr²

2016

MedEdPublish

View full text Add to dashboard Cite

BackgroundA new public health teaching for medical students in year four was introduced. This paper evaluates the planning and implementation of the first year of delivery. MethodsKern et al's six step approach to curriculum development was used as an evaluation framework:• Problem identification• Needs assessment• Goals and objectives • Educational strategies• Implementation • Evaluation and feedbackThe delivery of the programme was assessed by direct observation of teaching and the end of year teaching review meeting, plus data from student feedback questionnaires. ResultsProblem identification was based on student feedback and gap analysis of the medical school curriculum against the standards set out in the GMC's Outcomes for Graduates. The public health learning needs of the medical students were examined from the perspectives of the students, the medical school and the NHS. Goals and objectives were chosen using the Outcomes for Graduates set out by the GMC as a basis. The module used a mixture of face-to-face and online teaching using a range of pedagogic approaches. The teaching was very interactive throughout and emphasised the links between public health and clinical medicine. Students completed anonymous feedback questionnaires which were overwhelmingly positive. The student feedback, plus feedback from the student representative, was used to inform changes in the programme implemented the following academic year. ConclusionThis new public health module has successfully integrated into the clinical curriculum. Lessons learnt from the first year of implementation are transferable to the delivery of other non-clinical topics.Keywords: Public Health, Blended learning, Curriculum development, Behavioural and Social Science BackgroundPublic health is a small sub-specialty of medicine, making up fewer than two per cent of doctors on the UK's General Medical Council (GMC) specialist register (GMC, 2016). However, the core principles of public health are relevant to all doctors, and are an important part of the undergraduate medical curriculum (GMC, 2009). In Manchester Medical School, public health is taught in years one and two via small group work, topic specific lectures and Intended Learning Outcomes (ILOs) incorporated into the Problem Based Learning (PBL) cases. Previous to 2014 public health was not taught as part of the core curriculum beyond year two, but a limited number of students could access public health teaching by choosing optional attachments in years three or five. In September 2014 delivery public health in year four began consisting of two days of mandatory face-to-face teaching plus on-line resources. Recommendations for the delivery of public health teaching from the literatureThe medical education literature recommends that effective public health teaching should; be based on clear ILOs, be integrated with the clinical curriculum, be interactive, include exposure to public health specialist role models and be updated in response to feedback. Clear ILOs 1.Clear ILOs help stude...

show abstract

Course evaluation in medical education

Cited by 85 publications

References 81 publications

Validation of a research-based student survey of instruction in a college of education

Validation of a research-based student survey of instruction in a college of education

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

Teaching non-clinical topics: lessons from a public health module for medical students

Contact Info

Product

Resources

About